A mlearning course?

Clark Quinn

As I mentioned in my last post , yes, I’ll be running a course on mobile learning. And I can understand if you’re thinking “a mlearning course?” So doing the course with the Allen Academy ensured that I could trust the integrity of what we’d do.

Course 182

Silly Design

Clark Quinn

Time for a brief rant on interface designs. And, hopefully, we can extract some lessons, because these are just silly design decisions. But there’s one very very silly design decision here. And the 3rd timer, of course, has one. Of course. design

Design 163

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SMEs for Design

Clark Quinn

In thinking through my design checklist, I was pondering how information comes from SMEs, and the role it plays in learning design. And it occurred to me visually, so of course I diagrammed it. There’s also other useful information SMEs can give us. design

Design 207

E-Learning 3.0 Course Synopsis

Stephen Downes: Half an Hour

The MOOC environment is designed to support both types of learning. Ideally, course participants will have tools to manage their individual knowledge networks as well as means to interact through social networks. Each person enters the course with their own learning objective.

Course 194

The game of course

Jay Cross

The largest obstacle holding L&D professionals back from taking advantage of network technologies, distributed networks, social connections, peer interaction, and informal learning may be their bedrock belief that learning = courses. What’s a course?

Course 183

Innovation in open online courses

George Siemens

In a few weeks, our edX course Data, Analytics, and Learning (#DALMOOC https://www.edx.org/course/utarlingtonx/utarlingtonx-link5-10x-data-analytics-2186 ) will start. We (Carolyn Rose, Dragan Gasevic, Ryan Baker, and I) have spent the last several months thinking through the course structure and format. This is a short overview of the innovations that we want to explore during the course. DALMOOC has been designed to model a distributed information structure.

Course 209

Tools and Design

Clark Quinn

I’ve often complained about how the tools we have make it easy to do bad design. Authoring tools, in general, are oriented on a ‘page’ metaphor; they’re designed to provide a sequence of pages. The challenge isn’t inherent in the tool design.

Design 154

Learn Informal Learning Informally

Jay Cross

Next month I’ll be offering an experiential workshop on Informal Learning through Jane Hart’s Social Learning Center. This workshop is not a course. review models, cases, archetypes of successful informal learning. spot the fakes, e.g. “managing informal learning”.

Cognitive Edge announces training courses for 2016 – SenseMaker® courses

Dave Snowden

As we head into the Northern Summer/Southern Winter (delete as applicable), we’re announcing our timetable of new courses for the second half of 2016. Yesterday we announced three more Cynefin and Sense-Making courses with Dave Snowden. Course 3: Online SenseMaker® Signification Design.

Course 130

Evil design?

Clark Quinn

Of course, it started, and then said “finishing” For 5 days! Writing, diagrams, client files, lots of important information! First, this is bad design. The post Evil design? design strategy technologyThis is a rant, but it’s coupled with lessons. . I’ve been away, and one side effect was a lack of internet bandwidth at the residence. In the first day I’d used up a fifth of the allocation for the whole time (> 5 days)!

Design 117

Researching open online courses

George Siemens

In fall, we (TEKRI, NRC, UPEI and possibly a few other organizations) are hosting an open online course. The course will run for about 35 weeks and credit options will be available for students in the Athabasca University MDE program and with Georgia Tech. It’s fairly easy to take online courses or interact with your favorite academic these days. Since 2007, numerous people have offered some version of open online courses.

Course 164

Refining Designing

Clark Quinn

A couple of months ago, I posted on thinking about designing, calling for designing ‘backwards and forwards’ And it’s continued to percolate, rightly or wrongly. It occurred to me that when you design your resource(s), that has to happen first. design

Design 172

Rethinking Design: Pedagogy

Clark Quinn

In thinking through how to design courses that lead to both engaging experiences and meaningful outcomes, I’ve been working on the component activities. In typical approaches, you’d be presenting conceptual information (e.g. design

Design 195

Designing outside your comfort zone

Adaptive Path

That’s what we tell ourselves because as designers we often rely on tried and tested tools, methods and standards to help us arrive at a solution that should work. They may sound like best practices for just being a good designer, and they are. “Trust the process!”.

Design 206

Is Design Thinking the “New Liberal Arts”?

Irving Wladawsky-Berger

Design thinking has become an increasingly popular topic of discussion over the past decade. Design is no longer just for physical objects, e.g. cars, bridges, shoes, jewelry, smartphones. The application of design thinking beyond products isn’t new.

Design 273

Designing Backward and Forward

Clark Quinn

So I began thinking about performance experience design as a way to keep us focused on designing solutions to performance needs in the organization. From there, we can design forward to create those resources, or make them accessible (e.g. design meta-learning

Design 219

Informal Learning – the other 80%

Jay Cross

The start-up stiffed me but the paper morphed into the Informal Learning book. I’ll be leading a series of master classes on informal learning and working smarter in Europe. Informal Learning – the other 80%. Informal learning is effective because it is personal.

Reconciling Formal and Informal

Clark Quinn

Recently, there’s been a lot of talk about informal learning, which ends up sounding like formal learning, and this can be confusing. Performers know when they’re on deck for a course. The latter, resources and people, are to them informal learning. design social

Pulling informal learning

Harold Jarche

Informal learning is mostly Pull. Look at what Push can mean in the context of demand-side KM: How often are training courses aligned with the moment of need? How much time and affordance is there to put training courses into individual context? Informal Learning

Creating the Connectivist Course

Stephen Downes: Half an Hour

So the form was not something we designed and implemented, at least, not explicitly so. One was the beginning of open online courses. We had both seen them in operation in the past, and had most recently been influenced by Alec Couros’s online graduate course and David Wiley’s wiki-based course. What made these courses important was that they invoked the idea of including outsiders into university courses in some way.

Course 152

Fuelled by Informal learning

Harold Jarche

Tweet I’ve had a crash course in nuclear physics this week. This interconnected world sure makes it easy to learn informally though. This structure is designed, built and tested for one single purpose: To contain, indefinitely, a complete core meltdown. Informal Learning

Informal learning, the 95% solution

Harold Jarche

Tweet Informal learning is not better than formal training; there is just a whole lot more of it. But formal training, usually in the guise of courses, is like a hammer that sees all problems as nails. Supporting informal learning at work is not as clear-cut as something like ISD.

Czech Course Followup Questions

Stephen Downes: Half an Hour

I was asked the following questions after my presentation to CZ Course RVP_VT21 yesterday: (Elements of Coop.) Don't we produce "information mess" this way? We could talk about how better or worse to design these materials, but that now leaves the domain of cooperative versus collaborative learning. How to ensure any educational outcomes in accordance with short-time curricular aims? Students having autonomy do not usually feel about the aim the same way as teachers.

Course 140

The Smart Worker : needs job aids rather than courses

Jane Hart

In post 2, I suggested liberating courses from the LMS and making them available on the intranet where they were more likely to be accessed and used. But I also mentioned that the materials would need to be provided in a format that was easily searchable so that relevant content was immediately accessible without having to work through the whole course. What they don’t want is long explanations and discussions of concepts and background information. Tweet.

Course 219

Designing E-Learning 3.0 in gRSShopper - 1

Stephen Downes: Half an Hour

For example, instead of creating a course simply by filling in boxes in predefined forms, I can think about the structure and format ahead of time and design it exactly how I want. For example, at the top of the table are fields for 'course' and 'instance'.Any

Design 180

Announcing the first SenseMaker®-specific courses - sign up now!

Dave Snowden

As a friend of Cognitive Edge, you may have attended courses, read the blogs and used the techniques - but wondered about how to take the next step to actual implementation of SenseMaker® with clients or in-house. These new courses are for anyone who has heard about SenseMaker® but needed more detailed knowledge and practical examples before they actually run one. The first courses therefore are: An Introduction to Running SenseMaker® Projects.

Course 133

Getting Pragmatic About Informal

Clark Quinn

In my post on reconciling informal and informal, I suggested that there are practical things L&D groups can do about informal learning. Consequently, I want to get a wee bit more specific than what I said then: they can make courses about how to use social media better (not everyone knows how to communicate and collaborate well ). So, the L&D group has to start facilitating the sharing of information between folks. design social

Groups 145

The Modern L&D Dept requires other skills than instructional design

Jane Hart

Instructional Design is for designing instruction. But in the workplace we don’t just learn from instruction, i.e. by being taught in classroom training or online courses. We learn in many different ways – from information, from working with our teams as well as through our own experiences in doing our jobs. In fact most of the […]. Social learning

Skills 220

ID - Instructional Design or Interactivity Design in an interconnected world?

Charles Jennings

Instructional design is not only seen as a core competency for learning and development/training specialists, but it’s a huge industry, too. Most learning vendors tout their ‘expertise in instructional design’ as a key reason as to why we should engage them to produce learning content.

Design 246

Cognitive Edge announces training courses for 2016 – Working with Complex Problems

Dave Snowden

As we head into the Northern Summer/Southern Winter (delete as applicable), we’re announcing our timetable of new courses for the second half of 2016. Today we’re announcing practitioner-focused courses on complexity and the Cynefin framework. Course 1: Dealing with Complex Problems.

Instructional design: from “packaging” to “scaffolding”

Jane Hart

It also involves putting together formative quizzes and summative assessments to test understanding, and presenting this all in the form of courses, workshops, programmes etc.

Design 285

Designing E-Learning 3.0 in gRSShopper - 13

Stephen Downes: Half an Hour

In this course the evidence comes in the form a blog post. We've already done the first three steps of this workflow, and they are basically one-time per course. There are two major problems with the Reader as it is currently designed: - it's slow.

Design 172

Information foraging and social networks

George Siemens

One particularly valuable benefit of traditional design and teaching models is the creation of a central platform or cohesive view of knowledge in a particular domain. We (mistakenly) assume that if the educator provides that coherence in the form of a course, students will acquire it.

Musing on Google’s Power Searching Course and marketing

Jay Cross

Today I completed Google’s Power Searching Course. After the course, I treat search more as an iterative process. A pre-search can inform the real search. I spent three or four hours taking the course. Course design.

Search 172

Designing E-Learning 3.0 in gRSShopper - 8

Stephen Downes: Half an Hour

It's pretty easy to get caught up in things like video events and content and to forget that the true purpose of the course is connection. Of course we've done that with the Your Feeds page, but that page is designed for humans.

Design 158

Education and, of course, the Net

Harold Jarche

Roger Schank: the on line education revolution: its all about the design. We had two sources of information: adults in our limited networks and the few books in the public library. They have eclipsed the foundation of their digital native-ness to make information work for them.

Course 183

A jot of design

Clark Quinn

First, it was an iPad app supporting design. Given that I’m very much about improving design, *and* quite into mobile, this was of interest. Second, I mistakenly thought it came from Michael Allen’s company Allen Interactions, and he’s not only been an early advocate of engaging design, but also he’s a supremely nice guy to complement his smarts. design mobileOrdinarily, I don’t even look at vendor products when offered free trials.

Design 139

Take this free, brief, online course on Learning to Learn

Jay Cross's Informal Learning

Enroll in the course here. SpacedEd is a platform designed to allow learners and teachers to harness the educational benefits of spaced education. Users are also given performance data (their course progress and performance relative to peers) which feeds their addiction to the courses.

Course 157

Designing E-Learning 3.0 in gRSShopper - 9

Stephen Downes: Half an Hour

The RSS Feed The course isn't truly distributed until it has an RSS feed. We'll use the course newsletter as our RSS feed, except we'll publish the output in rss2 format instead of HTML. It's worth noting that I could put anything into an RSS feed like this - courses, modules, whatever.

Design 151

Designing E-Learning 3.0 in gRSShopper - 4

Stephen Downes: Half an Hour

Activities Each week of the course will feature some events. Plus, using the backchannel with the rest actually crashed my web server recently, so I need to fix that if I want to use it for the course. When I went to create a new chat channel for the course, I got this error.

Design 164

Designing E-Learning 3.0 in gRSShopper - 3

Stephen Downes: Half an Hour

[ Part 1 - Part 2 - Part 3 - ] I have the basic structure of the course in place and now I want to fill it out with some content. The course starts in a couple of days and it's important to ensure people have something to see and work with.

Module 158

Designing E-Learning 3.0 in gRSShopper - 12

Stephen Downes: Half an Hour

You can access your account data by clicking on Myself -> Social Network -> Options, as follows: Figure 137 - Social Network Options Button This displays a screen with all your account information. In the body, we specify information about the assertion.

Design 158

Running SenseMaker® projects and Building signification frameworks - new courses announced

Dave Snowden

These courses are new this year - having run them in Europe, North America and Asia and got most of the kinks out, we’re now rolling these out in other regions. If you’re looking to work with SenseMaker®, these courses will combine theory, exercises and examples from the field to increase your capacity to use SenseMaker® regardless of sector, topic or application. The course is running in: Pretoria, South Africa - Tuesday 2nd June 2015. Tailored courses.